Effects of classroom‐based social problem‐solving training on elementary school children: Investigating the moderating role of executive function
Yoshiko Hatakeyama,
Haruo Fujino,
Tomoka Yamamoto
et al.
Abstract:Social problem‐solving (SPS) skills represent an individual's ability to effectively solve daily problems. Although previous studies have demonstrated the positive effects of SPS interventions, there is still a lack of evidence on the relevant moderating factors. Therefore, this study investigated the impact of an SPS intervention on a sample of elementary school children, by focusing on the potential moderating effects of executive function. The participants included a total of 101 fifth graders (mean age of … Show more
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